R. Sawers

Bio: R. Sawers is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 10 citations.

Differences between Physical Education and Top-Level Sport:

Abstract: This article aims to explore the existing differences between physical education and top-level sport. Apart from the purely theoretical interest of this analysis, the incentive was mainly to find t...

Ambicultural blending between Eastern and Western paradigms: Fresh perspectives for international management research

Abstract: East and Southeast Asian worldviews are distinctly different from those of the West. Westerners and Asians construct their environments differently, not least because they construct the notion of ‘self’ very differently. This paper describes and exemplifies distinctions in cognitive and linguistic styles between the East and the West and outlines the implications of these styles for environmental perspectives and research paradigms. Examples from Thailand illustrate the philosophical roots and practical implications of an indigenous Eastern perspective for local business interactions. We explore the privilege afforded in Western, Cartesian paradigms in (Asian) management research and stimulate debate on the benefits of promoting alternative Asian indigenous perspectives for both management research and management practice. We support the idea that Asian management discourse needs more self-confidence and deserves a more prominent place in international research, not least because international management ...

Systematic approaches to the presentation of academic studies

Abstract: The basic purpose of this Dissertation is to help to fill the gap experienced by many students between secondary and tertiary education; a gap which arises from the failure of students to understand the need for the use of the critical conceptual skills .and systems analysis. These have enabled Homo sapiens sapiens (Hss) to use his experience of his environment to apply his understanding to the solution of problems presented by that environment; phylogeneticalry speaking, it has taken short period for Hss to become the dominant species. This involves, first, the consideration of historical studies of the intellectual and linguistic means that evolved to meet these needs; complex problems always involve complex systems. Secondly, there is a consideration of the progressive development of those skills by institutionalised education and Hss's outstanding intellectual mastery of his environment and the use of systems analysis and conceptual thinking. This is followed by an attempt, by tracing the development of those skills to show h o w they m a y be acquired and developed by the appropriate training and discipline of the vast complexity neurological systems of the human brain, especially in the use of language, that have evolved to deal with those problems involved in securing the survival of Hss. Thus the tertiary student needs to be introduced to the complexities of the infinite variety of systems, the analysis of which forms the basis of the subject matter of the tertiary student's studies. A n argument for the need for systematic approaches to modern academic studies is introduced. The increasing importance for the modern student of an awareness of the developments in systems study and conceptual analysis is emphasised. Some limited idea of the significance of such an approach, m a y be of value, illustrated by detailed historical examples. The thesis of this study is that students and their teachers from the outset of their tertiary education should be made

An examination of student meaning-making in the post-compulsory subject of study of religion

Abstract: Current research and anecdotal evidence has suggested that students enrolled in the QSA (Queensland Studies Authority) subject for Year 11 and Year 12, Study of Religion, as outlined in the Senior Syllabus for Study of Religion, are experiencing difficulties in meaning-making. This may be due to particular methodologies being employed to teach the subject to secondary students (Barnes, 2001; Flood, 1999; Kay, 1997). The purpose of this research was to explore the connection between student difficulty in meaning making in Study of Religion and the employment of phenomenological methodologies as a pedagogical tool for teaching Study of Religion. It was anticipated that this study would illuminate the nature of the relationship between these two variables and provide a framework for the consideration of possible changes to current methodologies being employed in the Study of Religion classroom.